Intervention and review Effective interventions in neglect cases P19 1

Learning Outcomes  Meet a child’s developmental needs and support strengths.  Address factors affecting parenting capacity. 2

Evidence for practice  It is important to consider what works and with whom it works  taking account of the available evidence  whilst noting that:  the evidence base is still sparse  is often based on findings in other countries  and may conflate neglect with other forms of maltreatment.  It is crucial to draw upon the available evidence base and provide support for children. 3

Intervention should:  incorporate relationship building and attachment  be long-term rather than episodic  be multi-faceted  be offered early as well as late  consider both protective and risk factors  involve fathers or male caregivers as well as female caregivers. 4

Managed dependency  The vast majority of parents rely on the assistance of others.  Parents whose children are neglected tend to have no- one to turn to for support.  Practitioner fears about parents becoming ‘too dependent’ can lead to episodic patterns of support.  Therefore, instead, plan to provide long-term support in a purposeful and authoritative manner. (Tanner & Turney 2003) 5

Types of intervention Parent-focused Parent-child focused Family-focused 6 Child-focused

Who works ‘There is considerable research evidence to support the claim that relationship skills are important in helping people to change, whatever intervention method is being used.’ (Munro 2011 p.88) 7

Factors involved in the change process Four factors account for the change process in work with vulnerable families: 8 40% 30% 15% characteristic of the user history, social support, socio-economic status relationship between worker and client empathy and clear plans method of intervention family therapy, cognitive –behavioural therapy verbal hope expressed by client (McKeown 2000)

Child focused ‘Child-focused interventions predominantly aim to help children cope with the adverse effects of maltreatment such as stress, anxiety, and low self-esteem and address their immediate and long term adjustment needs.’ (Davies and Ward 2011) 9

Examples  Therapeutic pre-school (Moore et. al. 1998).  Peer-led social skills training (Fantuzzo et. al. 1996).  Imaginative play therapy (Udwin 1983).  Treatment foster care 10 (Fisher & Kim 2007)/ Multidimensional treatment foster care.

School based support  Many schools provide valuable practical support for neglected children.  Neglected children’s cognitive and social development can be supported within the school setting.  Teachers, and other adults within schools, can offer children the experience of trusting, caring and reliable relationships. 11

Parent-focused interventions  Research has tended to focus on cognitive behavioural programs; psychotherapeutic interventions, and home visiting programmes.  The evidence base specifically relating to neglect is sparse.  There is a need to address the factors associated with neglect such as substance misuse, mental health issues and domestic violence. 12

Addressing issues affecting parenting capacity 13  Parental substance misuse  strengthening families (Kumpfer & Tait 2000 )  parents under pressure (Dawe and Harnett 2007)  the Relational Psychotherapy Mothers Group (Luthar et. al. 2007).  Parental mental health  tailored support such as psychotherapy and CBT.  Domestic abuse  reparative work on mother-child relationship  Post-Shelter Advocacy Programme (Sullivan & Bybee 1999).

Examples  Project 12-ways (Lutzker et.al. 1998).  Triple-P (Sanders et al. 2004).  Cognitive-behavioural therapy (see Barlow and Schrader-Macmillan 2009). 14

Child-Parent focused interventions 15  Parent-Infant/child Psychotherapy Intervention (Toth et. al. 2006)  Interaction Guidance (Benoit 2001)  Parent Child Interaction Therapy (Chaffin et al. 2004).  Multisystemic Therapy for Child Abuse and Neglect Family focused interventions (Swenson et al. 2010)

Guard against  The ‘start-again’ syndrome (Brandon et.al. 2008).  Frequent oscillation between care away from home and at home.  Drift and unfocused intervention rather than authoritative practice. 16

4 patterns of case management identified: 17  proactive throughout  proactive case management that later became passive  passive that later became more proactive  passive throughout. (Farmer and Lutman, 2010 p.1)

18 Principles for effective intervention  Proactive intervention with older children and adolescents is required.  Intensive services need to be provided.  Clear cases for legal proceedings should be built.  Practitioners need skills in working effectively with ‘non-compliant’ parents.  It can be helpful to bring in a ‘second pair of eyes’ to counteract common errors. (Farmer and Lutman 2010)

19 Principles (continued)  When children are removed there needs to be clarity about what has to change before their return home.  Parents should be supported to address the factors affecting parenting capacity.  Regular and detailed reviews are required.  Effective permanence planning is needed so that children can experience stability.

20 Daniel, B., Taylor, J. and Scott, J. (2011) Recognizing and Helping the Neglected Child. London: Jessica Kingsley Publishers (Chapter five). Davies, C. and Ward, H. (2012) Safeguarding Children Across Services: Messages from Research. London: Jessica Kingsley Publishers. Farmer, E. & Lutman, E. (2010) Case Management and Outcomes for Neglected Children Returned to their Parents: A Five Year Follow-Up Study (Research Brief). London: Department of Children, Schools and Families. Moran, P. (2009) Neglect: Research Evidence to Inform Practice. London: Action for Children. Further Reading